Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app

This study was carried out with four fifth grade students from Yahualica, Jalisco, in the context of the pandemic caused by Covid-19. Feedback is assumed in this paper to be one of the most powerful tools for learning and educational achievement. The research is based on the concept of feedback as a...

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Detalhes bibliográficos
Autor: López Marques, Uriel
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:México
Recursos:UNIVERSIDAD DE GUADALAJARA
Repositorio:Diálogos sobre educación. Temas actuales en investigación Educativa
Idioma:español
OAI Identifier:oai:dialogossobreeducacion.cucsh.udg.mx:article/830
Acesso em linha:http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/830
Access Level:acceso abierto
Palavra-chave:retroalimentación
ambientes de aprendizaje
aplicación
fracciones
aprendizaje
feedback
learning environment
application
fractions
learning
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spelling Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an appLa retroalimentación en la resolución de problemas fraccionarios, con alumnos de quinto grado de primaria, mediante el uso de una aplicaciónLópez Marques, Urielretroalimentaciónambientes de aprendizajeaplicaciónfraccionesaprendizajefeedbacklearning environmentapplicationfractionslearningThis study was carried out with four fifth grade students from Yahualica, Jalisco, in the context of the pandemic caused by Covid-19. Feedback is assumed in this paper to be one of the most powerful tools for learning and educational achievement. The research is based on the concept of feedback as a perspective of Visible Learning and Teaching proposed by Hattie (Hattie, Gan, 2011), and Hattie & Timperley’s Feedback model (2007). The methodological horizon used for this study corresponds to a qualitative perspective (Creswell, 2012) using a case study (Stake, 1999). The research method used participant observation (Creswell, 2012), as well as a semi-structured interview (Kvale, 2011) to collect qualitative data from the students, who interacted with an application for solving fractional problems. For the data analysis, the double coding cycle proposed by Saldaña (2009) was used. As a result of our research, we concluded that students seek feedback to find improvement procedures, and for it to be used there must be an adequate learning environment where error is seen as an opportunity to learn.El presente estudio se llevó a cabo con cuatro estudiantes de quinto grado del municipio de Yahualica, Jalisco, en el contexto de la pandemia causada el COVID-19. En este trabajo se asume que la retroalimentación es una de las más poderosas herramientas para el aprendizaje y el logro educativo. La investigación parte de las concepciones de retroalimentación desde una perspectiva de Aprendizaje y Enseñanza Visible propuesta por Hattie (Hattie, Gan, 2011), y basada en el modelo de Retroalimentación de Hattie y Timperley (2007). El horizonte metodológico empleado para este estudio corresponde a una perspectiva cualitativa (Creswell, 2012), mediante el estudio de caso (Stake, 1999). El método de investigación utilizado fue la observación participante (Creswell, 2012), así como la entrevista semiestructurada (Kvale, 2011) para recabar datos cualitativos de los estudiantes, quienes interactuaron con una aplicación para la resolución de problemas fraccionarios. Para el anális de datos se utilizó el doble ciclo de codificación propuesto por Saldaña (2009). Como resultado de la investigación se concluyó que los estudiantes buscan la retroalimentación para encontrar procedimientos de mejora, y para que esta sea utilizada es necesario que exista un ambiente adecuado del aprendizaje donde se vea al error como una oportunidad de aprender.Universidad de Guadalajara2020-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtículo evaluado por paresapplication/pdftext/xmlhttp://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/83010.32870/dse.vi22.830Diálogos sobre educación; No. 22 (12): Education and pandemic. Educational practices and challenges in times of COVID-19. January-June 2021Diálogos sobre educación; Núm. 22 (12): Educación y pandemia. Prácticas y desafíos educativos en tiempos de COVID-19. Enero-junio 20212007-2171reponame:Diálogos sobre educación. Temas actuales en investigación Educativainstname:UNIVERSIDAD DE GUADALAJARAinstacron:UDGspahttp://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/830/671http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/830/889info:eu-repo/semantics/openAccessoai:dialogossobreeducacion.cucsh.udg.mx:article/8302024-08-20T03:40:35Z
dc.title.none.fl_str_mv Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app
La retroalimentación en la resolución de problemas fraccionarios, con alumnos de quinto grado de primaria, mediante el uso de una aplicación
title Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app
spellingShingle Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app
López Marques, Uriel
retroalimentación
ambientes de aprendizaje
aplicación
fracciones
aprendizaje
feedback
learning environment
application
fractions
learning
title_short Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app
title_full Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app
title_fullStr Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app
title_full_unstemmed Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app
title_sort Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app
dc.creator.none.fl_str_mv López Marques, Uriel
author López Marques, Uriel
author_facet López Marques, Uriel
author_role author
dc.subject.none.fl_str_mv retroalimentación
ambientes de aprendizaje
aplicación
fracciones
aprendizaje
feedback
learning environment
application
fractions
learning
topic retroalimentación
ambientes de aprendizaje
aplicación
fracciones
aprendizaje
feedback
learning environment
application
fractions
learning
description This study was carried out with four fifth grade students from Yahualica, Jalisco, in the context of the pandemic caused by Covid-19. Feedback is assumed in this paper to be one of the most powerful tools for learning and educational achievement. The research is based on the concept of feedback as a perspective of Visible Learning and Teaching proposed by Hattie (Hattie, Gan, 2011), and Hattie & Timperley’s Feedback model (2007). The methodological horizon used for this study corresponds to a qualitative perspective (Creswell, 2012) using a case study (Stake, 1999). The research method used participant observation (Creswell, 2012), as well as a semi-structured interview (Kvale, 2011) to collect qualitative data from the students, who interacted with an application for solving fractional problems. For the data analysis, the double coding cycle proposed by Saldaña (2009) was used. As a result of our research, we concluded that students seek feedback to find improvement procedures, and for it to be used there must be an adequate learning environment where error is seen as an opportunity to learn.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-30
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artículo evaluado por pares
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/830
10.32870/dse.vi22.830
url http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/830
identifier_str_mv 10.32870/dse.vi22.830
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/830/671
http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/830/889
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidad de Guadalajara
publisher.none.fl_str_mv Universidad de Guadalajara
dc.source.none.fl_str_mv Diálogos sobre educación; No. 22 (12): Education and pandemic. Educational practices and challenges in times of COVID-19. January-June 2021
Diálogos sobre educación; Núm. 22 (12): Educación y pandemia. Prácticas y desafíos educativos en tiempos de COVID-19. Enero-junio 2021
2007-2171
reponame:Diálogos sobre educación. Temas actuales en investigación Educativa
instname:UNIVERSIDAD DE GUADALAJARA
instacron:UDG
instname_str UNIVERSIDAD DE GUADALAJARA
instacron_str UDG
institution UDG
reponame_str Diálogos sobre educación. Temas actuales en investigación Educativa
collection Diálogos sobre educación. Temas actuales en investigación Educativa
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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